USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1905 > Part 14
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Attention is called to the subject in this report so that not only the school board, but the public may be duly informed. The matter is one in which the parents of high school pupils are vitally interested, and their influence, if wisely directed, would be decisive in the settlement of any vexed questions that might come up. Of course there is no desire anywhere to interfere with the legitimate social life of students. It should be remem- bered, however, that schools are maintained for a distinctively educational purpose, and whatever interferes in any way with the accomplishment of this purpose, broadly interpreted, should be kept separate and. distinct from them.
Sanitary Condition of Schoolhouses. Public attention has . been recently drawn in an unusual way to the condition of certain Somerville schoolhouses. This fact gives special pertinency to a brief, general consideration of the subject, and makes sugges- tions timely.
At the outset it should be distinctly understood that the school committee has no authority whatever concerning the lo- cation, construction, control, or care of schoolhouses. The statutes give them full control of the schools. The only allusion
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to school buildings found anywhere is in chapter 13 of the Re- vised Ordinances of the city, which provides that the school committee shall annually, if possible in the month of January,. present to the board of aldermen a statement of such additional school accommodations as in its judgment may be required. The decision with regard to location and construction of build- ings, the employment of janitors, all provision for light, heat, fur- niture, repairs, etc., are placed in the hands of the commissioner of public buildings. As far as the exercise of any authority goes, schoolhouses are as independent of the school committee as are the buildings occupied by the fire department. If, there- fore, there are defects or lack of whatever is healthful, necessary, or suitable, the responsibility rests in no wise upon any of the school authorities. It should be said, however, that this does not necessarily imply any lack or unwillingness on the part of any department of the city government to supply what is needed within the appropriations. The trouble is that money is lacking to do certain things in connection with school buildings that every one recognizes ought to be done. This has been especially true during the year now closing. Beyond what was necessary for fixed charges, the commissioner has had this year only the meagre sum of $7,000 to provide all the repairs that have been necessary for twenty-six school buildings. A supplementary ap- propriation of $1,300 was made during the summer for the specific purpose of purchasing furniture made necessary by changes in classes. For the seven years antecedent to 1905, the- average expenditure for schoolhouse repairs was more than' twice as much, or $15,470. It will be seen that, as far as the ex- penditure for repairs is concerned, this year has been a marked exception, owing, no doubt, to financial stringency in all depart- rnents of the city government. Here is a million and a third in- vested in our educational plant. Certainly any other lot of real estate of this character would require an annual expenditure of say two per cent. to keep it in the best condition.
There is published in the present edition of the Rules and Regulations of the School Board a set of rules for the government of schoolhouse janitors. These rules, however, are now null and void. General directions have been issued by the commissioner to janitors that they are to keep the schoolhouses clean, warm, and in a perfectly sanitary condition, at whatever outlay of time and labor may be necessary. Janitors are required to honor all reasonable requests of principals, and are expected to be cour- teous, accommodating, and helpful. I wish to say regarding the present corps of school janitors that they fill the positions they hold to the general satisfaction of teachers and superintendent. Of course, they differ greatly from one another in their standards, and in what I say I intend no criticism of any individual among them. Section 68 of the Rules of the School Board, under the head of "Duties of Principals," reads as follows :-
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Section 68. They shall exercise a vigilant supervision over their respective buildings and grounds, and see that they are kept in a neat and wholesome condition. Any continued neglect of duty on the part of janitors they are to report to the commis- sioner of public buildings. Defects in the heating or sanitary arrangements of the building and needful repairs are to be re- ported to the superintendent of schools.
Any communications between principals and the commis- sioner of public buildings now pass through the hands of the superintendent. Calls. for what is necessary are made on blanks provided for the purpose, and are approved by the superin- tendent. The relations between principals and janitors are, I think, on the whole pleasant. It is disagreeable for any principal to report a janitor for neglect of duty, and it is quite probable that a principal would suffer minor neglects to go on for some time. rather than- to bring about the disagreeable relations that would naturally result from such reporting.
What is the present condition of our school buildings (1) as to sanitation? I do not think that there are any conditions at the present time that offer a menace to the health of school chil- dren. There are certain repairs and improvements, however, that should be made in order to ensure absolute safety. These are chiefly found in the older buildings. At the Davis, Cum -. mings, and Bingham schools the present old-fashioned and un- suitable toilet arrangements should be removed and modern ap- pliances furnished. There are minor repairs and changes to be made in several other buildings. Everywhere there should be the closest inspection and flushing of the apparatus two or three. times a day. It is only by constant care and vigilance, by the generous use of water, scrubbing brush, and broom, that the de- sired results can be secured.
(2) As to Cleanliness. In this respect there are varying standards among the schools. There are some buildings to which the most punctilious housewife could take no exceptions. There are others that fall considerably short of the ideal. There is no reason why a school building should not be kept as clean as a hospital. This involves, however, a great deal more work than it is customary to put into schoolhouse cleaning. A11 schoolrooms should be scrubbed more frequently, walls should be dusted, windows cleaned, and many of the rooms should be swept daily. If our schoolyards were concreted, and if sidewalks were provided, there would be less necessity for broom and brush. The janitor's standard of cleanliness and that of the principal often differ, and it is a mooted question whether the one or the. other should control the situation.
(3) As to Temperature and Ventilation. All our schoolhouses are provided with adequate means of ventilation. The difficulty lies in the management of the apparatus. If mismanaged or neg- lected, foul air necessarily results. The heating facilities in all
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the buildings but two. the Pope and the Highland-are fully adequate. In the buildings named the corridors- are not heated. I have known the temperature in the Highland corridor to be below forty when the rooms were sixty-eight. This difference in temperature jeopards the'health of teacher and pupil, and a remedy should be applied. 'Both of these buildings are furnace- heated. The plan is at some time to replace the existing. appa- ratus by steam heat. This means an outlay of $5,000. . While, as has been remarked elsewhere, we are frequently obliged to dismiss classes on account of cold rooms, the cause does not lie in the heating plant. Children and teachers suffer more from over-heated rooms than cold rooms. In theory we maintain an equable temperature of sixty-eight at the level of children's desks.I As a matter of fact, the temperature often rises far above a" healthful point. The absorption of the teacher in her work or her inability to regulate the matter is accountable for the trouble. In my opinion, the teacher should have nothing whatever to do' with the temperature or ventilation of her room. This matter should be in the hands of the janitor, and he should be held re- sponsible for maintaining an even temperature during the entire school day. He should visit the rooms as often as necessary, and be held to a strict accountability. If any obstacle prevents main- taining the right temperature in every room of the building, whether located on the north side or the south, that obstacle should be removed.
(4) As to 'Light. Three buildings,-the Prescott, Forster, and Bell,-and some rooms in the Morse are very inadequately! lighted. Attention has been repeatedly called to this serious; defect without avail.' The light surface should be a fifth of the floor surface in every room. In these buildings it is a half of what it should be. Additional windows are needed in every room. Several years ago this defect was remedied by the addi- tion of two windows in some rooms in the Forster school. | The effect of inadequate light may not be at once apparent, but it is certainly, one. cause of the constantly-increasing defect in vision noticeable in school children.
(5) As to Seats. Modern school furniture is adjustable to the size of children. Many of our schoolrooms, however, are furnished with old-fashioned desks and chairs. From year to year different grades occupy the same room. Not only comfort, but health is involved in a seat adapted to the size of the child. Many children dangle their feet in the air without touching the floor for five hours a day. This is pernicious, and it should be made impossible., Several of our rooms are re-furnished with adjustable chairs and desks every year, but the change is not made as rapidly as is desirable. The expenditure of a thousand, dollars would remedy this serious trouble.
(6) As. to Walls. The walls and ceilings in the Prescott, Knapp, Edgerly, Carr, Morse, Highland, and Hodgkins are
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grimy and stained with dust and discolored. They need whiten- ing and tinting for sanitary as well as aesthetic reasons.
I am aware that to secure all these things that I have men- tioned in some detail requires a considerable expenditure of money, but every suggestion made is in the interest of health, or comfort, or education, and if we are to make our school buildings what they should be and what I think the general public senti- ment demands that they ought to be, we must be ready to make expenditures therefor.
Schoolhouse Decorations. It is expected that schoolnouses will be made pleasant, healthful, and comfortable at public ex- pense. It is not too much to ask that the walls of schoolrooms shall be tinted and kept free from dust. We do not expect, how- ever, that schoolrooms shall be beautified at the city's expense. Some public-spirited citizens, who believe in the refining and elevating influence of works of art in the schoolroom, have con- tributed during the year gifts, either of money or pictures, to various schools. Teachers, who know better than any one else the silent influence of attractive schoolrooms, are always ready to lend their efforts in this direction. Children, also, are learn- ing the difference between the bare or tawdry and the artistic, and are always ready to contribute their mites and lend their aid in the adornment of their schoolrooms. The result is that many of our school buildings are getting to be not only attractive, but a means of education along art lines. During 1905 there has been raised by the combined efforts of citizens, teachers, and pupils the sum of $2,800, which has been or is to be expended in the purchase of pictures, statuary, pianos, etc. The following statement gives the facts somewhat in detail :-
The Latin school has received a gift from S. Newton Cutler, former chairman of the school board, of Garnet-Gosse's "Illus- trated History of English Literature," in four volumes. It has also received statuary worth $20 as a result of the competitive art contest of the Boston Herald.
The English school has received a similar valuable set of books from Mr. Cutler, statuary from the Herald contest, and pictures given by the graduating class, to the value of $250 in the aggregate.
The Hanscom teachers and pupils have raised by means of an entertainment $66, with which a piano for the hall was pur- chased.
The teachers, pupils, and parents of the Knapp school dis- trict have recently held an art exhibition and bazaar, which re- sulted in the raising of $725. Class gifts have also been received to the value of $15, making the entire sum $740.
The Edgerly school, by the sale of newspaper coupons in various contests, has $113 to expend for schoolhouse decorations.
The Glines school has received from a friend the sum of $100 for works of art, and pictures from graduating classes and friends of the kindergarten to the amount of $34.
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The Forster school, by the sale of coupons and by enter- tainments of one sort or another, has collected $625, with $578 of which a grand piano has been purchased for the main building, and another for the annex. The rest is to be devoted to school- room decoration.
The Bingham school, by the sale of coupons, has raised for statuary the sum of $52. The school has also received from the Woman's Relief Corps the gift of four flags for schoolrooms.
The Carr school, by the sale of coupons, has been enabled to purchase a grand piano valued at $230.
The teachers and pupils of the Durell school have raised $24 for pictures, and have received a gift of $30 worth from the Som- erville Woman's Club. This same generous club has provided the Cummings school with pictures valued at $15.
The Proctor school acknowledges the gift from the Woman's Relief Corps of eight schoolroom flags, and, also the present of a valuable picture from Miss M. A. Tufts.
By the sale of coupons, the Hodgkins school pupils netted $238, which has been expended for pictures and statuary.
The Brown school, by candy sales and the Turner Art Ex- hibit, has raised $142 for schoolroom pictures.
The Lowe School, through a Turner Art Exhibit, re- ceived $89.
As a rule, this sum of money has come in small contributions from pupils and parents and friends of the school, without being burdensome to any one. Of course, there are objectionable methods that may be used to raise money for such purposes, but in reasonable ways the public are always ready to contribute towards an object they believe to be so worthy.
The thanks of the schools and of the school authorities are here extended to all individuals and organizations that have aided in this good work.
Exposition Awards. At the St. Louis Exposition Somerville received a diploma and a gold medal for its secondary school exhibit prepared by the English high school. It also received a diploma and a gold medal for the exhibit sent from its ele- mentary schools. A diploma and a gold medal were also awarded to Head Master Whitcomb for work as collaborator.
At the Lewis and Clark Exposition, to which the entire Somerville exhibit was sent from St. Louis, the city was awarded a gold medal for "Secondary Education." These exhibits have been returned to us, and will be shown to the public next month.
Fire Drill. An iron tubular fire escape through which pupils slide on a spiral has just been completed for the Bell school. The time of descent from the top is twelve seconds. By its use the building can be emptied in twelve minutes.
Regular fire drills are practiced in every school building, Each teacher and child knows his place and exactly what to do.
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When the signal of four quick strokes is sounded on the gongs, boys assigned to the duty throw and fasten open the doors, and without undue haste or excitement the children march out, gen- erally carrying their clothing with them. Experiments made within a week show that every school building in the city may be emptied in two minutes, and many in a shorter time. Of course, the three-storied buildings require the longer time, and a build- ing with three or four exits can be emptied very quickly. At the end of three or four, or, at the outside, five minutes, all pupils are re-seated and at work. This drill ensures absolute safety in the event of alarm or emergency, and is conducted in such a manner as to allay panic, the children often marching out to music in the usual way.
A Valedictory. At the end of the year 1905, Quincy E. Dickerman, a valued member of the board, closed a service in the interests of the schools extending over the unusual period of twenty-six years. At the final meeting of the year, in responding to appreciative resolutions adopted by the board, he presented the following recommendations, the outgrowth of long experi- ence in public school work. At my request, the board voted to incorporate them in the annual report. They are as follows :-
I trust I shall be excused if I make a few suggestions for the future. I had hoped to see manual training introduced into the elementary schools before my retirement. This department of instruction has been a great success in the high school. It is required by the Public Statutes in cities of 20,000 inhabitants. I have more than once introduced an order, which was adopted by the board, recommending the introduction of manual training in the grammar schools, but as the city government did not furnish the means, the board is not responsible for the failure. I hope in the near future that cooking, also, may be introduced into the upper grades of the grammar schools.
I think it is desirable that a more complete commercial course should be arranged for the English high school, to the end that pupils may not be obliged to remain in the school two years before they can take up stenography and typewriting, which have come to be nearly as important as bookkeeping, and almost a commercial industry.
The subject of athletics in the high schools should receive attention. I do not like the term, for it is now commonly applied to football, base- ball, and basket ball. These are all very well in their place, but I draw the line on football as it is now played, and I do not like the idea of our young ladies going to neighboring cities for match games of basket ball. We need in our high school some systematic training in gymnastics in a well-equipped gymnasium, with a competent instructor, where all the pupils, girls as well as boys, may have the advantage of physical culture, and their needs and defects be pointed out and remedied by proper exercises.
I think more attention should be given to voice culture, especially the speaking voice, to rhetorical reading and declamation, and to prac- tice and contests in debating clubs. In this age of speech-making it is quite desirable that our boys and girls should have training in this direction.
I hope that systematic medical inspection of the schools and an assistant for the superintendent, as already suggested, will soon be real- ized. The beginning of the school year, in my judgment, should not be earlier than the second Monday in September, making that the starting point, and arranging the vacations as may be thought expedient.
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It is to the teachers that we are mainly to look for advancement along the lines of' moral, physical, and intellectual improvement. They are 'brought into close contact with the minds and hearts of the pupils; they are the motive power which largely influences, inspires, and de- velops noble traits of character. From them our children receive valu- able suggestions concerning 'physical culture and the suppression of the smoking habit and similar vices. Be vigilant, then, as ever, in securing the best teaching force, making the salaries such as will command and retain the best talent, remembering that, as a rule, high salaries will increase the standard of efficiency.
I shall continue to take an interest in our schools and the results of the deliberations of the board. The education and training of our children mean so much to us, to our homes, to our happiness, to the future welfare and prosperity of our city, to good citizenship, to tem- perance, to good government, to all that makes life enjoyable in our beloved city, that I am sure that the interests of the schools will be safely fostered by you, and that the large appropriations for them will be- so used as to yield an income of which no one will have reason to com- plain.
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The Essentials. During the year our schools liave con- tinued to move steadily and without serious interruption along the usual conservative lines. Supervisors and teachers have worked intelligently and faithfully. There has been that hearty co-operation between the school and the home without which the best results are impossible. This spirit has been developed and fostered by mothers' meetings held in several of the schools! These are of great advantage, and bring mothers and teachers. into association, acquaintance, and harmony, and they lead to mutual helpfulness in the work in which both are engaged.
While Somerville has a reputation for good schools, it has also a reputation for being a conservative school city: In some respects, perhaps, we are too conservative. We have, however, tried to maintain high standards along what some would call "a straight and narrow way." Every community has its dis- tinctive needs, and we have sought in our schools to supply ours,
leaving the task of experimenting to others. If our schools have merit, it is chiefly to be attributed to a strict adherence to the principle that the spring and source of all excellence in them rests in the character of the teacher. Buildings and books, studie's and supervision, are all subordinate to this prime factor, From the time when we cease to secure the best possible teachers or yield to the pressure to employ the weak or mediocre to please their friends, or for other reasons, our schools will begin to de- teriorate.
We hear periodically a clamor that the schools shall teach only the essentials. But who shall" tell what the essentials of education are? The question has puzzled the philosophers of all'the ages. All admit that the schools should give some degree of intelligence and skill. It is essential that life be self-support- ing and productive, but it is more essential that life be pure, and useful, and happy. "Life is more than meat, and the body than raiment."' The schools should equip for the struggle for physical.
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existence that lies before every one, but they should also equip with that inner furnishing that brings joy into life, independently of extraneous circumstances. They should give a full equipment for the far more important struggle to maintain personal purity and honor that awaits all. They should equip not for self- aggrandizement, but for service to one's fellows, to the state, to the country. What is love of knowledge compared with love of truth? What avails intellectual training if the will is left too weak to resist evil tendencies and influences? Of what value is wealth without honor, or power without purity, or success achieved at the sacrifice of integrity?
During the past year the moral sense of the nation has been shocked at the revelation of the abuse of power and opportu- nities for selfish and illegitimate ends. The outrages done to the love of justice and fair play and the "square deal" that always in- heres in the people have awakened them, and the demand for re- form, for honesty and incorruptibility in positions of public trust and power is heard on every hand.
Herein lies an opportunity for the public schools, the chief agency for establishing and raising moral standards. This is not to be done by preaching or moralizing over evil conditions, not by teaching dogmatic religion of any kind. It is to be done by eliminating false standards; by honoring endeavor rather than success ; by constantly holding up ideals ; by the general trend of school discipline; by insistence on obedience to parents, to teachers, to law by whomever made; by cultivating a respect for authority and for those who wield it; by teaching fidelity to trusts ; by insisting that government is to be administered for the highest good of the people; and by planting deep the principle that public office is a public trust, never to be used for the pro- motion of personal interests of any kind. Children never learn to love truth and justice and right in the abstract. These virtues must be seen incarnated in parents, in teachers, in all who are in any wise responsible for their training. The virtues that underlie personal and national character are the same. The state is its citizens. It is virtue as a practice, not as a sentiment or a theory, that crystallizes into character. If that "righteousness which exalteth a nation" is ever attained, it must be taught and illus- trated and practiced in the home and in the school. It must be founded on the rock of individual character. To its establish- ment the energies of all who have to do in any way with the public schools should be steadily and persistently directed.
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